English for research purposes at the University of Santiago de Compostela: a survey

Polo, Francisco Javier Fernández; Varela, Mario Cal

doi:10.1016/j.jeap.2009.05.003

Cited by 29 publications

(8 citation statements)

References 14 publications

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“…Namely, our analysis was limited to the examination of two English-printed, and U.S.-based, peer-reviewed journals. As noted previously, scholars from different countries may face significant hurdles to publishing in U.S.-based, English-printed counseling psychology journals (Ammon, 2012; Fernandez Polo & Cal Varela, 2009). Future researchers should examine international scholarship and collaborations featured in journals based outside of the U.S., as well as in printed languages other than English.…”

Section: Discussionmentioning

confidence: 97%

A Social Network Analysis of International Collaboration in Counseling Psychology

Kivlighan

Adams

Deng

et al. 2018

The Counseling Psychologist

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Over the past two decades, counseling psychology has emerged as an international discipline. Despite efforts to internationalize counseling psychology and increase cross-cultural relationships, few studies have considered international collaboration on scientific scholarship as a metric or factor of internationalization. Therefore, using social network analyses, we tested the occurrence and patterns of collaborations between authors from different countries on published studies in the Journal of Counseling Psychology and The Counseling Psychologist from 2005 to 2015. Results indicated that a small proportion of possible international collaborations existed, as measured by network density, and the majority of collaborations involved authors affiliated with institutions in the United States. However, international collaboration significantly increased over time, as measured by the density of the network. Our findings are consistent with previous research suggesting a lack of cross-national scholarship in counseling psychology and identify global areas for further cross-cultural development.

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Section: Discussionmentioning

confidence: 97%

A Social Network Analysis of International Collaboration in Counseling Psychology

Kivlighan

Adams

Deng

et al. 2018

The Counseling Psychologist

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“…In terms of large‐scale questionnaires (100+ respondents), most research has been conducted in Spain. In Galicia, Fernández Polo and Cal Varela (2009) surveyed 213 scholars, concerning the role of English in scholars’ publication practices. Participants reported that local languages were still important, that most scholars desired to improve their English writing, and that resources available to do this were “scarce” (p. 152).…”

Section: Survey Research About Support In Erppmentioning

confidence: 99%

Apoyo and English for Research Publication Purposes at a Latin American University

Janssen

Ruecker

2021

TESOL Quarterly

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English for Specific Purposes that considers "the deeply contextualized activities that promote English-language publishing" (Corcoran, Englander, & Muresan, 2019, p. 1) by plurilingual scholars who use English as an additional language (henceforth, plurilingual scholars). ERPP research has documented the pressures on plurilingual scholars to publish in prestigious journals, typically based in English-dominant countries. Simultaneously, these scholars may see publication in English as a means to reach as wide an audience as possible. Challenges plurilingual scholars may face when publishing in English include journal biases against topics important in non-center countries (Chavarro & R afols, 2017), linguistic biases of reviewers (Belcher, 2007), and limited knowledge of their field's publication practices. Publications from emerging contexts like Colombia are important as they place local knowledge as central and develop regional conversations (C ardenas & Rainey, 2018, p. 162).In Latin America, a variety of different ERPP pedagogical innovations have supported plurilingual scholars. These include English for Specific Purposes coursework (Waigandt, Noceti, & Lothringer, 2019), workshops (Corcoran, 2018, and writing centers (Janssen & Restrepo, 2019). Less known is the attitudes, experiences, and beliefs held by scholars in this context about the support they have received or would

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“…However, numerous authors have addressed the challenges that academic writing published in English poses for students and researchers working with English as an L+ (Ammon, 2007;Benfield, 2006;Burrough-Boenisch, 2006;Casanave, 2008;Coffin et al, 2003;Curry, 2011;Curry & Lillis, 2004;Flowerdew, 2008Flowerdew, , 2009Kaplan & Baldauf, 2005;Lillis & Curry, 2006;Uzuner, 2008), including affective issues such as self-efficacy (Huerta, Goodson, Beigi, & Chlup, 2016) and self-regulated learning (Cuesta Medina & Anderson, 2014;Hammann, 2005 Much previous work on academic writing amongst L2 English speakers has been performed in Anglophone university contexts, though there has been an increasing emphasis on both L2 academic writing in the writers' own L1 contexts. Many such studies consider Asian (Chazal & Aldous, 2006;Evans & Green, 2007;Flowerdew, 1999aFlowerdew, , 1999bLi & Flowerdew, 2009;Liu, 2005;Riazi, 1997) or European (Bardi, 2015;Bennett, 2010aBennett, , 2010bBjörk, Bräuer, Rienecker, & Jörgensen, 2003;Duszak & Lewkowicz, 2008;Fernández Polo & Cal Varela, 2009;Johns, 2003;Lillis & Curry, 2006Muresan & Pérez-Llantada, 2014; contexts.…”

Section: Previous Work On L2 Academic and Rhetorical Writingmentioning

confidence: 99%

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

Anderson

Medina

2019

Íkala

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This paper reports on the initial stages of a larger study on plurilingual rhetorical communicative competences. Experiential evidence indicated a mismatch between the academic writing competences desired from and those displayed by the participants—adult bilingual (L1 Spanish, L+ English) English-language teacher trainees in a postgraduate program at Colombian university. We examined participants’ beliefs and practices concerning academic writing to identify the sources of their challenges and develop the evidential basis for identifying appropriate remedial strategies. This was a mixed methods study, in which we analyzed data from semi-structured interviews, questionnaires, and student artifacts through the grounded theory approach and descriptive statistics. The results suggest that participants’ challenges with rhetorical aspects of academic writing stem from a lack of training. However, participants were relatively successful with aspects of writing in which they had been trained: discrete language skills and purely descriptive prose. We conclude their academic writing difficulties are fundamentally non-linguistic and hypothesize they would face similar academic writing challenges even if writing in their L1. There is an urgent need to address these challenges, not only because rhetorical competences are increasingly important in a knowledge-driven society but also because teachers need to be able to train their own students in such competences.

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English for research purposes at the University of Santiago de Compostela: a survey

Cited by 29 publications

References 14 publications

A Social Network Analysis of International Collaboration in Counseling Psychology

A Social Network Analysis of International Collaboration in Counseling Psychology

Apoyo and English for Research Publication Purposes at a Latin American University

Beliefs and Practices Concerning Academic Writing among Postgraduate Language-Teacher Trainees

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